摘要
历史教学若缺失了批判性思维将大打折扣。历史含义的双重性:"实在的事实"与"被叙述的事实",无论就文本而言,还是以形式而论,历史教学都属于后者。然而,"被叙述的事实"不等于"实在的事实",要让二者重合于"客观"且"科学"的认识,必须采用更为专业的技能和态度。批判性思维充当的角色,就是以质疑为起点,摒弃琐碎的、不重要的历史知识和历史意识或观念,促使历史教学沿着有效的、意义化的方向发展。
History teaching will become less meaningful if it lacks critical thinking. There is a duality to history, in its reality and its narrative form. Whether concerning content or form, history education belongs to the narrative,not to reality. ＂The narrative history＂ does not equal ＂reality＂. If history teaching is to be evaluated subjectively and scientifically, a more serious and professional attitude must be adopted, which can be achieved by critical thinking. It starts with query and getting rid of subtle and non-significant historical knowledge and values in order to promote the development of history teaching in a more effective and meaningful direction.
出处
《课程·教材·教法》
CSSCI
北大核心
2013年第2期71-77,共7页
Curriculum，Teaching Material and Method
关键词
批判性思维
历史教学
技能
态度
critical thinking
history teaching
technique
attitude
